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Zolfaghari, Ali, Sepehri, Mehrdad, Hosseini, Esmail. (1402). Effects of Virtual Vs. Blended- Language Instruction on the Development of Listening and Reading Skills by Iranian Intermediate EFL Learners. نشریه علمی دانشگاه سیستان و بلوچستان, (), -. doi: 10.22111/ijals.2023.41980.2270
Ali Zolfaghari; Mehrdad Sepehri; Esmail Hosseini. "Effects of Virtual Vs. Blended- Language Instruction on the Development of Listening and Reading Skills by Iranian Intermediate EFL Learners". نشریه علمی دانشگاه سیستان و بلوچستان, , , 1402, -. doi: 10.22111/ijals.2023.41980.2270
Zolfaghari, Ali, Sepehri, Mehrdad, Hosseini, Esmail. (1402). 'Effects of Virtual Vs. Blended- Language Instruction on the Development of Listening and Reading Skills by Iranian Intermediate EFL Learners', نشریه علمی دانشگاه سیستان و بلوچستان, (), pp. -. doi: 10.22111/ijals.2023.41980.2270
Zolfaghari, Ali, Sepehri, Mehrdad, Hosseini, Esmail. Effects of Virtual Vs. Blended- Language Instruction on the Development of Listening and Reading Skills by Iranian Intermediate EFL Learners. نشریه علمی دانشگاه سیستان و بلوچستان, 1402; (): -. doi: 10.22111/ijals.2023.41980.2270

Effects of Virtual Vs. Blended- Language Instruction on the Development of Listening and Reading Skills by Iranian Intermediate EFL Learners

Iranian Journal of Applied Language Studies
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 21 شهریور 1402
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22111/ijals.2023.41980.2270
نویسندگان
Ali Zolfaghari1؛ Mehrdad Sepehri* 2؛ Esmail Hosseini1
1Department of English, Shahrekord Brranch, Islamic Azad University, Shahrekord, Iran
2Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
چکیده
The purpose of this study is to identify the efficacy of recent technologically-based language teaching methods of pure online instruction, mixed online and face-to-face instruction (blended).

In a quasi-experimental research design the effects of virtual vs. blended-language instruction on the development of listening and reading skills by Iranian intermediate EFL learners were examined. Sixty intermediate EFL learners were selected to participate in two experimental (virtual and blended) and one control groups. After the provision of treatments in experimental and control groups, a post-test was conducted to measure the attainment of the participants in each language skill. The results revealed that both virtual and blended methods of instruction could lead to better reading and listening performances. However, the difference between the effect of each treatment was more tangible in one skill (reading in virtual and listening in blended group). Comparing the results of all post-tests in reading and listening, it was revealed that blended instruction could result in better reading and listening; however, reading skill was more positively affected. This study has some implications for the language teachers in taking advantage of technology in education in a balance with their traditional styles of teaching.
کلیدواژه‌ها
Blended Instruction؛ Listening؛ Reading؛ Virtual Instruction؛ EFL Learners
آمار
تعداد مشاهده مقاله: 10


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